GB2458717A

GB2458717A - Learning aid

Info

Publication number: GB2458717A
Application number: GB0815195A
Authority: GB
Inventors: Richenda Ellis
Original assignee: Individual
Current assignee: Individual
Priority date: 2008-03-25
Filing date: 2008-08-20
Publication date: 2009-09-30
Anticipated expiration: 2028-08-20
Also published as: GB0805396D0; GB2458652A; GB2458717B; GB0815195D0

Abstract

A hand-held learning aid 10 comprises an elongate body 11 which includes a plurality of spaced bores, each of which traverse a longitudinal axis of the elongate body 11. The learning aid includes a plurality of keys 12, each of which housed within a bore, wherein each key 12 is moveable between at least two distinct constrained positions within its respective bore. The bores and the respective keys 12 may be arranged in a row. The keys 12 are preferably fitted with end caps or heads 13 to stop movement of the key 12 from within the bore. Each key 12 preferably has three constrained positions, two where large portions of the key 12 are exposed on either side of the body 11 A, C and an intermediate position with equal portions of the key 12 exposed on either side of the body 11. The keys 12 may have differently coloured bands at either ends which are visible in the positions A and C. The learning aid 10 may be joined to other learning aids either in series to create a long row of keys 12 or in parallel to create a number of rows of keys 12. The learning is useful for assisting the learning of basic mathematical functions.

Description

LEARNING AID

The present invention relates to a learning aid. In particular, the present invention relates to a learning aid for assisting the learning of basic mathematical functions.

Children are generally taught mathematical functions, such as multiplication, in a repetitive manner through, for example, the Times Tables'. However, it is thought that children respond better and more quickly and generally enjoy learning to a greater extent, when the learning pmcess permits the child to visually and physically interact with tactile objects.

Apparatus for use as learning aids for assisting children in their learning of basic mathematical functions, such as adding, subtracting, multiplying and dividing are also well known.

The practical creation and experimentation of visual patterns that relate to mathematical functions is well recognised as an enjoyable and stimulating process for young children in their learning and understanding of basic mathematics. For example, GB 1,212,803 describes an educational counting post, fitted to a base, and having a plurality of pegs. The post includes a number of equally-spaced bores which traverse the longitudinal axis of the post, and in which one or more of the plurality of pegs may be inserted. Each peg is slidable within a bore, and each bore corresponds to a particular number marked on the post such that the pegs are slidable within a bore to signify a particular number or numbers which are involved in an arithmetical operation.

However, the apparatus of GB 1,212,803 suffers from a number of disadvantages, in particular a lack of suitability for hand-held operation and a lack of portability.

The present invention seeks to overcome at least some of these disadvantages.

In a first aspect of the present invention there is provided a hand-held learning aid comprising an elongate member comprising a plurality of spaced bores each of which traverse a longitudinal axis of said elongate member, and a plurality of keys each housed within a respective bore, wherein each key is moveable between at least two distinct constrained positions within its respective bore.

Preferably, the plurality of spaced bores are arranged in a row.

Preferably, each key is moveable between three distinct constrained positions within a respective bore. Preferably, the three distinct constrained positions comprise a first position, in which a major portion of a key is exposed from its respective bore on a first side of the elongate member and a minor portion of the key is exposed from the bore on a second side of the elongate member; a third position, in which a major portion of the key is exposed from the respective bore on the second side of the elongate member and a minor portion of the key is exposed from the bore on the first side of the elongate member; and a second position, intermediate said first and third positions and in which equal portions of the key are exposed from the bore on the first and second sides of the elongate member.

Suitably, each key comprises a cylindrical member, in the form of a rod, having a cap at each end thereof, each cap having a greater dimension than that of each bore, and being abuttable against the first or second side, respectively, of the elongate member, when the key is in first or third positions.

Preferably, each bore is lined with a sleeve in which a corresponding key is moveable between each of the distinct constrained positions.

Alternatively, each of the plurality of keys further comprises a sleeve -the arrangement collectively known as a cartridge. Preferably, a respective key is moveabte between three distinct constrained positions within the sleeve of the cartridge. Preferably, a cartridge is fittable within each of the learning aid bores.

Preferably, each key is independently moveable within its respective bore, relative to other keys, to create, in use, a key-pattern representative of one or more mathematical calculations.

Preferably, each key is mechanically constrained in each of said distinct constrained positions.

Preferably, each of the bores are parallel and equally spaced relative to adjacently located bores.

Optionally, at least a portion of the key is coloured. Suitably, in use, location of the key in said first position exposes a different coloured key portion to that of when the key is in said third position.

Preferably, the elongate member comprises first and second diametrically opposed longitudinal faces, wherein the plane of each face is parallel to the plane defined by the longitudinal axes of the plurality of spaced bores.

Suitably, at least one face comprises a label for illustrating, in use, one or more mathematical functions. Preferably, both faces comprise a label for illustrating, in use, one or more mathematical functions. More preferably, at least one of said labels is demountably removable to permit substitution with an alternative label which illustrates a different mathematical function.

In an alternative embodiment, according to a second aspect of the invention, there is provided a hand-held learning aid as described above, wherein the elongate member comprises two rows of spaced bores each of which traverse a longitudinal axis of said elongate member.

In a third aspect of the invention, there is provided a modular hand-held learning aid comprising an elongate member comprising a plurality of spaced bores each of which traverse a longitudinal axis of said elongate member, and a plurality of keys each housed within a respective bore, wherein each key is moveable between at least two distinct constrained positions within its respective bore, wherein the learning aid further comprises a primary connection means.

Preferably, the primary connection means is connectable with complementary primary connection means of a second learning aid, Preferably, the respective primary connection means are demountably connectable. Preferably, the primary connection means permits two, three, four or more learning aids to be serially connected.

Preferably, a first primary connection means are snap-flttable with a second primary connection means.

Suitably, the modular hand-held learning aid further comprises a secondary connection means. Preferably, the secondary connection means is connectable with complementary secondary connection means of a second learning aid. Preferably, the respective secondary connection means are demountably connectable. Preferably, the secondary connection means permits two, three, four or more learning aids to be connected in parallel. Preferably, a first secondary connection means are snap-fittable with a second secondary connection means.

The above and other aspects of the present invention will now be illustrated in further detail, by way of example only, with reference to the accompanying drawings in which: Figure 1 is a side view of an embodiment of a learning aid in accordance with the first aspect of the invention; Figure 2 is a front view of a key of the embodiment of Figure 1; Figure 3 is a top plan view of the embodiment of Figure 1; Figure 4 is a top plan view of an embodiment of a learning aid in accordance with the second aspect of the invention; Figure 5 is a front view of the embodiment of Figure 1 illustrating its use in teaching a subtraction calculation; Figure 6 is a side view of the embodiment of Figure 1 further illustrating its use in teaching a subtraction calculation; Figure 7 is a side view of the embodiment of Figure 1 which includes a template label suitable for use in calculations involving fractions; and Figure 8 is a sectional view of a key and cartridge of the embodiment of Figure 1.

Referring now to Figure 1 there is shown a learning aid 10 having an elongate body 11. The elongate body 11 includes a plurality of keys 12 which are moveable within a plurality of bores (not shown) that pass through the body 11. Each bore is circular in cross-section, and each key 12 has a complementary cross-section and is suitably dimensioned to be moveable within a respective bore. In alternative embodiments the bore and a respective key have complementary polygonal cross-sections, such as triangular, square, pentagonal, hexagonal or octagonal cross-sections.

Each key 12 is longer in length than the width of the elongate body 11 so as to protrude therefrom. Additionally, the ends of each key are fitted with end-caps 13 which have a greater diameter than that of the bore such that each key cannot pass completely through its respective bore.

In the embodiment of Figure 1, the learning aid 10 comprises a series of keys 12, each independently moveable relative to one another. Body 11 is divided and labelled with numbers I to 20 (as shown, up to 100) wherein each key is directly associated with one of the labelled numbers. For the purpose of demonstrating the principles underlying the invention we will limit the explanation to the first twenty keys of a learning aid.

From a practical viewpoint the learning aid can have any number of keys, the only limitation being its physical size and the practicality of its use. In particular, it is desirable to provide a relatively short learning aid of, for example, twenty or twenty-five keys for young children who are just starting to learn. Learning aids comprising more keys would be suitable for the more advanced learner.

In alternative embodiments, the learning aids are modified as part of a modular system. In such a system the learning aid further comprises connection means which permit two, three, four, or more learning aids to be connected, either serially or in parallel. A modular system allows the learning aid to grow' with a child's development, and facilitates more complex calculations.

Further, in preferred embodiments each key, and thus the learning aid will have a defined size. For example, a learning aid comprising one hundred keys would have an overall length of one metre -each key having a width of one centimetre.

In use, each key 12 is moveable between one of three mechanically constrained positions depicted by A', B' and C' in Figure 1.

As can be seen, when a key 12 is in a first constrained position A, a major portion of a key is exposed from its respective bore on a first side of the elongate body 11 and a minor portion of the key (here a flange of the end-cap 13) is exposed from the bore on the opposite second side of the elongate body. In use, when a force is applied through the axis of a key, the key will move from A to a second constrained, intermediate or neutral, position B. A key located in position B will have equal portions of the key simultaneously exposed from the bore on the first and second sides of the elongate member. Subsequently, if additional force is applied to the key, the key will move from B to a third constrained position C, which mirrors A through a mirror-plane which passes through the elongate body.

The positioning of the keys in Figure 1 provides an example of both a multiplication and a division calculation in which five is multiplied by three or fifteen is divided by five.

The general operation for a one-hundred-key version would be the same as a twenty-key version with the obvious difference that much larger calculations would be possible.

From a practical viewpoint, the twenty-key embodiment is likely to be more suitable a starter length for the younger child who is first introduced to the learning aid before progressing onto the longer one-hundred-key version.

Referring now to Figure 2 there is shown a single key 12 of a learning aid according to the invention. The key 12 is formed from a cylinder or circular rod 14, having capped ends 13. The capped ends each have a protruding flange 15 that has a greater diameter than the rod 14 and also a respective bore of a learning aid within which the key is moveable, in use.

As can be seen, the key includes contrasting bands 20,20',21. These bands may be black or neutral in colour 21, and white or coloured 20,20'. Additionally, each white or coloured band 20,20' can be coloured differently to further aid the learning experience. Referring to Figures 1 and 2, it is observed that, in use, only the two coloured bands 20,20' (here both white) and the two end-caps 15 (bands 21) can be seen in the learning aid. As described above, each key is moveable between one of three distinct constrained positions, as referred to below: Up -position A' with a colour band 20 showing; Down -position C' with a colour band 20' showing; and Neutral -position B' with no colour bands showing.

In preferred embodiments, each key will be sequentially mechanically constrainable in each of the positions A, B, C -this will be discussed in greater detail below, in relation to Figure 8.

Figures 3 and 4 are top plan views of learning aids as described above, and also of an alternative embodiment, respectively. In the alternative embodiment illustrated in Figure 4, the learning aid comprises two parallel banks of keys which can be used in illustrating more complex calculations. Further alternative embodiments (not shown) may include a third or fourth parallel bank of keys. These multi-bank learning aids will either be formed integrally or, alternatively, will be demountably connectable as part of a modular system described above.

In preferred embodiments, the learning aid includes one or more demountable labels.

These labels are interchangeable and each illustrate and facilitate different mathematical calculations, each being demountably attachable to at least one face of the learning aid. In further preferred embodiments, the labels include magnetic means and the elongate body of the learning aid is formed from a magnetisable metal, such as steel.

Additionally, the template labels can be user defined to enable greater capability and flexibility of learning (such as country and language specific or mathematical function specific labelling or simply white-board effect for writing on the learning aid with washable ink).

Figures 5 and 6 show a learning aid with attached label depicting a subtraction/addition template. In the illustrated example, the concept of subtraction is shown for the simple calculation of five minus seven. In Figure 5, with reference to the numbered label, the first five keys from zero have been moved upwards to position A, to represent the number five. In performing a subtraction of seven from five, the user moves each of seven keys (including the five keys in position A) downwards by one position, and in the direction of the negative numbers i.e to the left. Accordingly, the keys in position are moved to the neutral position B and the keys corresponding -1' and -2' are moved from neutral positions B to positions C. In doing so, the user arrives at the answer of minus by matching the keys in position C with the corresponding label numeral. Conversely, when performing an addition calculation, the keys will be adjusted in the direction of left to right.

A one-hundred-key version would simply be an extension with more capability to handle larger numbers (positive and negative).

Figure 7 shows another template example for calculations involving fractions. In this example, keys located in position A, i.e. up, represent the numerator of a fraction (part of the whole), and keys position C, i.e. down, represent the denominator of a fraction (whole of all parts). In the illustrated example of Figure 7, keys representing four parts of six (4/6) and two parts of six (2/6) are in positions A, and 6 parts or keys representing the whole (denominator) are in positions C. Therefore, 4/6 + 2/6 = 6/6 = 1 whole. Complex fractions could be demonstrated on the 100 key version of the invention by converting all fractions to a common denominator before adding the keys in the up position.

Referring now to Figure 8, a mechanical constraining mechanism is illustrated. In particular, a sectional view of a cartridge 22 formed from a key 12 and sleeve 23 is shown. In this arrangement, the key further comprises a channel 24 in which a biasing means, in the form of a spring 25, is located. The biasing means includes a ball-bearing 30, which can be pushed into the channel by a force that overcomes the biasing force of the spring 25.

Further, the internal wall of the sleeve 23, includes three cavities 31 which dimensionally correspond with a portion of the baIl-bearing 30. These three cavities 31 correspond to the three distinct constrained positions A, B and C in a learning aid thus fitted with the described cartridges.

In use, a key is held in one of the three positions by the action of the biasing force acting on the ball-bearing to push it into an adjacent cavity 31. If a user wishes to move the key between positions A, B and C they must apply a force that is sufficient to overcome the biasing force pushing the ball-bearing into the cavity. Due to the rounded surface of the ball-bearing, once a sufficiently large force has been applied to an end of the key, it will start to move longitudinally within the sleeve. When the key and ball-bearing reach the next adjacent cavity 31, the spring pushes the ball-bearing into the cavity and constrains the key in that position. In an identical manner to the non-sleeve containing embodiment, the end-caps 13 act to prevent the key from being pushed out of the sleeve (and bore).

A particular advantage of the described learning aid is that it can be reset' for a new calculation in a very quick and simple manner by simply pressing all of the keys simultaneously against a flat surface, moving the keys to a single position, for example the neutral' position B. Alternatively, and if required in order to perform a particular calculation, the keys can all be set to position A, or all to position C. This function speeds up the learning experience and reduces the time required between the performance of different calculations.

Whilst the learning aid will function perfectly well without the additional sleeve component, learning aids which incorporate sleeves are preferred. Such arrangements permit a key-sleeve cartridge to be assembled independently, prior to being fitted within a bore of the learning aid. As a result, the manufacturing and assembly process is much simplified. Additionally, any cartridges in which a key fails can quickly and easily be replaced by ejecting the faulty cartridge and replacing it with a new one.

To satisf' the need of a practical tool to aid in learning basic mathematics the above-described learning aid utilises a system of keys, each representing a number, that can be manipulated into three different and distinct positions to form patterns that demonstrate, for example, functions such as addition, subtraction, multiplication, division and fractions.

The described learning aid works on the same principle as how children count on their fingers, except that the learning aid permits many more calculations due to its many more fmgers' -each being represented by a key with an associated number.

Therefore, operation of the learning aid should be quite natural for children to pick up and use.

Calculations in multiplication, for example, can be made up to 10 x 10 with each multiplication being formulated into patterns from the multipliers. In this way, sometimes tedious tasks such as learning the Times Tables' can be made more fun and stimulating by creating an environment of hands on' practical and visual understanding.

Claims

CLAIMS: 1. A hand-held learning aid comprising an elongate member comprising a plurality of spaced bores each of which traverse a longitudinal axis of said elongate member, and a plurality of keys each housed within a respective bore, wherein each key is moveable between at least two distinct constrained positions within its respective bore.
2. A learning aid as claimed in claim 1, wherein the plurality of spaced bores are arranged inarow.
3. A learning aid as claimed in claim 1 or claim 2, wherein each key is moveable between three distinct constrained positions within a respective bore.
4. A learning aid as claimed in claim 3, wherein the three distinct constrained positions comprise a first position, in which a major portion of a key is exposed from its respective bore on a first side of the elongate member and a minor portion of the key is exposed from the bore on a second side of the elongate member; a third position, in which a major portion of the key is exposed from the respective bore on the second side of the elongate member and a minor portion of the key is exposed from the bore on the first side of the elongate member; and a second position, intermediate said first and third positions and in which equal portions of the key are exposed from the bore on the first and second sides of the elongate member.
5. A learning aid as claimed in any one of claims 1 to 4, wherein each key comprises a cylindrical member, in the form of a rod, having a cap at each end thereof, each cap having a greater dimension than that of each bore, and being abuttable against the first or second side, respectively, of the elongate member, when the key is in first or third positions.
6. A learning aid as claimed in any one of the preceding claims, wherein each bore is lined with a sleeve in which a corresponding key is moveable between each of the distinct constrained positions.
7. A learning aid as claimed in claim 6, wherein a respective key is moveable between three distinct constrained positions within the sleeve of the cartridge.
8. A learning aid as claimed in claim 6 or claim 7, wherein a key and respective sleeve form a cartridge, the cartridge being fittable within a respective bore of the learning aid.
9. A learning aid as claimed in any one of the preceding claims, wherein each key is independently moveable within its respective bore, relative to other keys, to create, in use, a key-pattern representative of one or more mathematical calculations.
10. A learning aid as claimed in any one of the preceding claims, wherein each key is mechanically constrained in each of said distinct constrained positions.
11. A learning aid as claimed in any one of the preceding claims, wherein each of the bores are parallel and equally spaced relative to adjacently located bores.
12. A learning aid as claimed in any one of the preceding claims, wherein at least a portion of the key is coloured.
13. A learning aid as claimed in any one of the preceding claims, wherein location of the key in said first position, in use, exposes a different coloured key portion to that of when the key is in said third position.
14. A learning aid as claimed in any one of the preceding claims, wherein the elongate member comprises first and second diametrically opposed longitudinal faces, wherein the plane of each face is parallel to the plane defined by the longitudinal axes of the plurality of spaced bores.
15. A learning aid as claimed in claim 14, wherein at least one face comprises a label for illustrating, in use, one or more mathematical functions.
16. A learning aid as claimed in claim 14, both faces comprise a label for illustrating, in use, one or more mathematical functions.
17. A learning aid as claimed in claim 16, at least one of said labels is demountably removable to permit substitution with an alternative label which illustrates a different mathematical function.
18. A learning aid as claimed in any one of the preceding elaims, further comprising a second row of spaced bores and respective keys.
19. A modular hand-held learning aid comprising an elongate member comprising a plurality of spaced bores each of which traverse a longitudinal axis of said elongate member, and a plurality of keys each housed within a respective bore, wherein each key is moveable between at least two distinct constrained positions within its respective bore, wherein the learning aid further comprises a primary connection means.
20. A learning aid as claimed in claim 19, wherein each key is moveable between three distinct constrained positions within a respective bore.
21. A learning aid as claimed in claim 20, wherein the three distinct constrained positions comprise a first position, in which a major portion of a key is exposed from its respective bore on a first side of the elongate member and a minor portion of the key is exposed from the bore on a second side of the elongate member; a third position, in which a major portion of the key is exposed from the respective bore on the second side of the elongate member and a minor portion of the key is exposed from the bore on the first side of the elongate member; and a second position, intermediate said first and third positions and in which equal portions of the key are simultaneously exposed from the bore on the first and second sides of the elongate member.
22. A learning aid as claimed in any one of claims 19 to 21, wherein the primary connection means is connectable with complementary primary connection means of a corresponding second learning aid.
23. A learning aid as claimed in claim 22, wherein the respective primary connection means are demountably connectable.
24. A learning aid as claimed in any one of claims 19 to 23, wherein the primary connection means permits two, three, four or more learning aids to be serially connected.
25. A learning aid as claimed in any one of claims 19 to 24, wherein a first primary connection means is snap-fittable with a second primary connection means.
26. A learning aid as claimed in any one of claims 19 to 25, further comprising a secondary connection means.
27. A learning aid as claimed in claim 26, wherein the secondary connection means is connectable with complementary secondary connection means of a second learning aid.
28. A learning aid as claimed in claim 26 or claim 27, wherein the respective secondary connection means are demountably connectable.
29. A learning aid as claimed in any one of claims 26 to 28, wherein the secondary connection means permits two, three, four or more learning aids to be connected in parallel.
30. A learning aid as claimed in any one of claims 26 to 29, wherein a first secondary connection means is snap-fittable with a second secondary connection means.
31. A learning aid substantially as herein described, with reference to the accompanying drawings. 1 7Amendments to the claims have been filed as follows 1. A hand-held learning aid comprising an elongate member comprising a plurality of spaced bores each of which traverse a longitudinal axis of said elongate member, and a plurality of keys each housed within a respective bore, wherein each key is moveable between at least two distinct constrained positions within its respective bore.2. A learning aid as claimed in claim 1, wherein the plurality of spaced bores are arranged in a row.3. A learning aid as claimed in claim 1 or claim 2, wherein each key is moveable between three distinct constrained positions within a respective bore. * I.4. A learning aid as claimed in claim 3, wherein the three distinct constrained S...positions comprise a first position, in which a major portion of a key is exposed from its respective bore on a first side of the elongate member and a minor * portion of the key is exposed from the bore on a second side of the elongate member; a third position, in which a major portion of the key is exposed from : : :: 20 the respective bore on the second side of the elongate member and a minor : portion of the key is exposed from the bore on the first side of the elongate member; and a second position, intermediate said first and third positions and in which equal portions of the key are exposed from the bore on the first and second sides of the elongate member.5. A learning aid as claimed in any one of claims I to 4, wherein each key comprises a cylindrical member, in the form of a rod, having a cap at each end thereof, each cap having a greater dimension than that of each bore, and being abuttable against the first or second side, respectively, of the elongate member, when the key is in first or third positions.6. A learning aid as claimed in any one of the preceding claims, wherein each bore is lined with a sleeve in which a corresponding key is moveable between each of the distinct constrained positions.7. A learning aid as claimed in claim 6, wherein a key and respective sleeve form a cartridge, the cartridge being fittable within a respective bore of the learning aid.8. A learning aid as claimed in claim 7, wherein a respective key is moveable between three distinct constrained positions within the sleeve of the cartridge.9. A learning aid as claimed in any one of the preceding claims, wherein each key is independently moveable within its respective bore, relative to other keys, to create, in use, a key-pattern representative of one or more mathematical calculations. * ** * . * * 15 S...10. A learning aid as claimed in any one of the preceding claims, wherein each key is mechanically constrained in each of said distinct constrained positions.SS..... * .11. A learning aid as claimed in any one of the preceding claims, wherein each of the bores are parallel and equally spaced relative to adjacently located bores.12. A learning aid as claimed in any one of the preceding claims, wherein at least a portion of the key is coloured.13. A learning aid as claimed in claim 4 or any one of claims 5 to 12, when dependent upon claim 4, wherein location of the key in said first position, in use, exposes a different coloured key portion to that of when the key is in said third position.14. A learning aid as claimed in any one of the preceding claims, wherein the elongate member comprises first and second diametrically opposed longitudinal faces, wherein the plane of each face is parallel to the plane defined by the longitudinal axes of the plurality of spaced bores.15. A learning aid as claimed in claim 14, wherein at least one face comprises a label for illustrating, in use, one or more mathematical functions.16. A learning aid as claimed in claim 14, both faces comprise a label for illustrating, in use, one or more mathematical functions.17. A learning aid as claimed in claim 16, at least one of said labels is demountably removable to permit substitution with an alternative label which illustrates a different mathematical function.18. A learning aid as claimed in claim 2 or any one of claims 3 to 17 when dependent upon claim 2, further comprising a second row of spaced bores and * respective keys.* .**.* * S 19. A modular hand-held learning aid comprising an elongate member comprising a plurality of spaced bores each of which traverse a longitudinal axis of said :.:. 20 elongate member, and a plurality of keys each housed within a respective bore, wherein each key is moveable between at least two distinct constrained positions within its respective bore, wherein the learning aid further comprises a primary connection means.20. A learning aid as claimed in claim 19, wherein each key is moveable between three distinct constrained positions within a respective bore.21. A learning aid as claimed in claim 20, wherein the three distinct constrained positions comprise a first position, in which a major portion of a key is exposed from its respective bore on a first side of the elongate member and a minor portion of the key is exposed from the bore on a second side of the elongate member; a third position, in which a major portion of the key is exposed from the respective bore on the second side of the elongate member and a minor portion of the key is exposed from the bore on the first side of the elongate member; and a second position, intermediate said first and third positions and in which equal portions of the key are simultaneously exposed from the bore on the first and second sides of the elongate member.22. A learning aid as claimed in any one of claims 19 to 21, wherein the primary connection means is connectable with complementary primary connection means of a corresponding second learning aid.23. A learning aid as claimed in claim 22, wherein the respective primary connection means are demountably connectable. * *.24. A learning aid as claimed in any one of claims 19 to 23, wherein the primary connection means permits two, three, four or more learning aids to be serially connected.S*S.**I : **. 25. A learning aid as claimed in any one of claims l9to 24, wherein a first primary :5:: 20 connection means is snap-fittable with a second pnmary connection means.26. A learning aid as claimed in any one of claims 19 to 25, further comprising a secondary connection means.27. A learning aid as claimed in claim 26, wherein the secondary connection means is connectable with complementary secondary connection means of a second learning aid.28. A learning aid as claimed in claim 26 or claim 27, wherein the respective secondary connection means are demountably connectable.29. A learning aid as claimed in any one of claims 26 to 28, wherein the secondary connection means permits two, three, four or more learning aids to be connected in parallel.30. A learning aid as claimed in any one of claims 26 to 29, wherein a first secondary connection means is snap-fittable with a second secondary connection means.31. A learning aid substantially as herein described, with reference to the accompanying drawings. * *$ ** S * S. ***. * S * .*.S* S.... * S*S SS*S * S * S. i S S5 S * *5 S 55